Educational Support from the Perspective of the Students

Authors

DOI:

https://doi.org/10.4067/S0718-73782025000200099

Keywords:

Inclusive education, Educational support, School exclusion, Student participation, Student voice

Abstract

This study aims to understand students' perceptions of the educational support they receive. A qualitative study was conducted using semi-structured interviews with thirteen students with Special Educational Needs from different primary and secondary schools. The results indicate, on the one hand, that students do not experience the same sense of belonging in their reference classroom, feeling disconnected from the dynamics developed, and in some cases, receiving derogatory comments from their peers. On the other hand, although they say they feel relieved when they leave the support classroom, they perceive differences in conditions and learning compared to their classmates in their regular classroom, which limits their participation in everyday classroom life. In short, in order to move towards fairer and more inclusive schools, it is essential to review practices which, despite having great potential for personalising teaching, can become segregating dynamics. Furthermore, it is essential to create spaces for consultation with the students themselves, so that the reference classroom is a space where support measures can be implemented.

Author Biographies

Marta Sandoval, Universidad Autónoma de Madrid

Professor at the Faculty of Teacher Training and Education at the Autonomous University of Madrid. Coordinator of the consolidated research group on ‘Educational inclusion, diversity and teacher training’. She has participated in eight European projects on teacher training in inclusion to date. She has led several international projects focusing on the study of educational support, universal design for learning and indicators in inclusive policies, cultures and practices. She is currently leading the R&D&I research project (2023-2026) ‘Shared Teaching for Inclusion: Cultures, Policies and Practices for Educational Transformation’ (Ref. PID2022-137000OB-I0).

Irene Moreno-Medina, Universidad de Málaga

Assistant Professor in the Area of Research Methods and Diagnosis in Education in the Department of Theory and History of Education, Social Pedagogy and Research Methods and Diagnosis in Education at the University of Malaga. Doctor of Education from the Autonomous University of Madrid. Social Educator and Educational Psychologist from the University of Malaga. Her research focuses on vulnerable educational centres, educational inclusion and teaching innovation. She is editor of the International Journal of Education for Social Justice and the Ibero-American Journal of Educational Evaluation.

María Medina-Gutiérrez, Universidad Autónoma de Madrid

Research assistant at the Autonomous University of Madrid, in the Department of Evolutionary and Educational Psychology of the Faculty of Psychology. She holds a degree in Psychology from the same university, with training in the Master's Degree in Educational Psychology and the Master's Degree in Teacher Training. She has received second prize in the 13th Isidoro Delclaux Psychology Research Award 2024. Her lines of research are linked to the design and evaluation of the effectiveness of different interventions in the development of argumentative synthesis, and to the development of inclusive practices in educational centres.

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Published

2025-12-30

How to Cite

Sandoval, M., Moreno-Medina, I., & Medina-Gutiérrez, M. (2025). Educational Support from the Perspective of the Students . Revista Latinoamericana De Educación Inclusiva, 19(2), 99–113. https://doi.org/10.4067/S0718-73782025000200099

Issue

Vol. 19 No. 2 (2025): Narratives Committed to Inclusive Education from the Voice of Students. Inequalities, Resistance, and Collective Action

Section

Sección Temática

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